共查询到20条相似文献，搜索用时 46 毫秒
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Józef Półturzycki 《Prospects》1987,17(2):267-275
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农村不同教养方式留守儿童心理问题研究——以洛阳地区为例 总被引：3，自引：0，他引：3
吴继红 《漯河职业技术学院学报》2008,7(4):106-108
随着农村外出务工人员的增加,农村留守儿童越来越多。留守儿童特殊的成长环境对他们的心理健康造成了不利影响。本文通过问卷对洛阳地区留守儿童比较集中的洛宁、宜阳、栾川三个县的930名留守儿童进行调查,在对调查结果进行分析的基础上,对留守儿童的心理健康教育提出了建议。 相似文献
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农村留守儿童问题研究:现状与前瞻 总被引：7，自引：0，他引：7
近年来，农村留守儿童问题已逐渐成为媒体和学术界关注的焦点。然而，目前的研究无论理论上还是实践中均显不足。本文梳理了不同学科在这一问题上的研究成果，揭示尚待研究的问题域。 相似文献
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Teacher turnover in urban schools is occurring at a breakneck pace; thus, it is important for us to understand the characteristics of teachers who stay and succeed in these settings. In order to address this need, this study examines the preparation and induction experiences of teachers who completed a Transition to Teaching – a funded urban apprenticeship program. Three research questions guided the study: (1) How do participants describe the characteristics that influence their five-year retention? (2) How do participants describe their success as teachers? and (3) How do participants describe the professional support they received in their preparation program and during the subsequent four years after completing the program? Quantitative and qualitative data via interviews, focus group, and an examination of teachers’ district performance scores were utilized, as a means of understanding teachers’ staying and impact power. Staying power refers to the ability to endure or last within challenging contexts by possessing strength enough to persevere. Impact power refers to their ability to influence student learning. Four assertions describe the factors influencing developing teachers who stay and have impact as they teach in challenging urban schools, suggesting that these teachers possess a strong work ethic, seek specific resources to improve pedagogy, have the knowledge and skills necessary to differentiate instruction, and seek teacher leadership opportunities in their schools. This study suggests several implications for teacher educators, educational leaders, administrators, and researchers working with new teachers in urban schools or with populations that are predominantly children of color. 相似文献
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留守初中生处于特殊的家庭生态环境及心理和生理都急剧变化的重要时期,容易产生各种各样的心理问题和消极人格。这些问题如果得不到解决,不利于其健康全面成长。虽然社会、学校和家庭等这些支持对其心理健康发展有很大帮助,但是留守初中生自身的积极适应也是非常重要的。留守初中生要改善自我认知,进行自我调适,合理疏解。强化心理成长,养成健康心态。 相似文献
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和珊珊 《康定民族师范高等专科学校学报》2009,18(4):48-50
拐卖妇女犯罪在上世纪80年代末90年代初最为猖獗,笔者选择自愿留在流入地的被拐妇女为研究对象,对其留下的原因进行分析。分析发现经济发展水平与传统观念是主要的影响因素,此外买主的人格特征与被拐妇女所在家庭的特殊性起到直接的作用。本文试以交换理论解释被拐妇女的选择行为。 相似文献
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王育 《北京城市学院学报》2004,(2):104-104
什么是“城”?城和“乡”对应。城近于市,乡近于村。什么是“城市”?城市就是人口集中、工商业发达、居民以非农业人口为主的地区,通常是周围地区的政治、经济、文化中心。所以,人气旺盛、贸易兴隆、生产力领先的大区域是当 相似文献
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Susan Grimes Erica Southgate Jill Scevak Rachel Buchanan 《International Journal of Inclusive Education》2013,17(6):639-655
ABSTRACTStudents with disabilities (SWD) in Australian higher education need to disclose to their institution to access a range of ‘reasonable adjustments’ to support their learning. Nationally, 5.8% of the university population disclose their disability to their institution. It is suspected that there is a much larger population of students who choose non-disclosure, and therefore decide not to access support. Very little is known about the reasons for non-disclosure as this group represents a hidden population in higher education. The research reported here is based on a survey of undergraduate students in one regional Australian university where disability was reframed as ‘learning challenge’. This identified the institutionally non-disclosed group. This research identified that there were sound reasons for non-disclosure, students continually weigh up potential disclosure during their study, and students have difficulty with the disclosure process. We conclude that institutions need to understand that they have an invisible group of non-disclosing SWD in their student populations and that, to meet their learning challenges, universities need to support changes to policies, procedures and curriculum design. 相似文献
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张跃年 《黄冈职业技术学院学报》2007,9(1):27-27,36
本文主要针对近年来出现的“留守学生”教育难的焦点问题,根据其产生的原因,在实际教育工作中探索出了一些具体的经验,总结为“留守学生”教育“三步曲”。 相似文献
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This study quantifies a year's worth of mathematics learning in South Africa (0.3 standard deviations) and uses this measure to develop empirically calibrated learning trajectories. Two main findings are (1) only the top 16% of South African Grade 3 children are performing at an appropriate Grade 3 level. (2) The learning gap between the poorest 60% of students and the wealthiest 20% of students is approximately three Grade-levels in Grade 3, growing to four Grade-levels by Grade 9. The paper concludes by arguing that the later in life we attempt to repair early learning deficits in mathematics, the costlier the remediation becomes. 相似文献
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This paper explores the impact of international migration on school enrolment of children staying behind in Tajikistan, by using data from a large nationally representative household survey. By correcting endogeneity and self-selection of migration and remittance with respect to school enrolment, the results show that migration of household members reduces the probability of enrolling in school by 10.3 percentage points for children who belong to households with migrants. The effect of parental migration is larger than migration of other household members. Receiving remittances does not fully offset the adverse impact of migration. 相似文献
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Rachel N. Bonnette Kevin Crowley Christian D. Schunn 《International Journal of Science Education》2013,35(12):1626-1643
ABSTRACTAges 10–14 mark a period in which children develop a strong sense of whether science is ‘for them,’ a time that typically coincides with the start of middle school in the United States and their first exposure to more rigorous science classes and testing. Experiences with science in and out of school can shape children's motivation to choose science careers or participate in voluntary science classes later on, for better or worse. We explore the hypothesis that children who engage in more informal educational science experiences at the start of this period are more likely than their peers to obtain and maintain interest, curiosity, and mastery goals in science (together forming a construct called fascination). We measured 983 children's fascination with science at the beginning and middle of sixth grade. We found that the children who participated in informal science during this time were more likely to maintain or have greater fascination than at the start. These findings held while also controlling for many potentially confounding covariates and are robust across subgroups by gender and race/ethnicity. Further, the effects are largest for those children whose family generally supports their learning. 相似文献
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Multiple,relational and emotional mobilities: Understanding student mobilities in higher education as more than ‘staying local’ and ‘going away’ 
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下载免费PDF全文 Kirsty Finn 《British Educational Research Journal》2017,43(4):743-758
This paper advances theorising around student geographies in higher education (HE). It extends recent work, which has problematised the primacy of social class and binary thinking about student mobilities, and presents local/non‐local experiences and im/mobility as a defining dualism. Drawing on a qualitative longitudinal study of women's experiences during and on completion of HE, the following explores the ways in which a more diverse and constantly negotiated set of mobility practices emerge relationally, in the stratified field of HE, and through shifting personal and emotional attachments. Theoretically, the paper develops a new approach to student mobilities, synthesising dominant Bourdieusian notions of field with relational theories pertaining to mobilities (e.g. Adey, 2009), emotion (e.g. Holmes, 2010) and personal life (e.g. Mason, 2004; Smart, 2007). Such an approach makes it possible to move beyond the binary thinking that has become entrenched in policy and academic debates about student mobilities, and recognise a broader range of movements, flows, stops and starts that emerge relationally, emotionally and temporally as students and graduates move into and through HE. It is argued here that, given the policy emphasis on accelerated and flexible HE provision (BIS, 2016), a gradational view of student mobilities is more important than ever. 相似文献
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中国正处于社会转型期，越来越多的农民进入城市，加入打工的行列，导致“留守”子女家庭道德教育问题日益凸现。这与家长追求生计难以履行家庭道德教育职责、隔代监护弱化了教育和家长道德教育认知偏差息息相关，必须从政府、家庭、学校和社会等层面去着手解决问题。 相似文献
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Ian Winchester 《Interchange》2008,39(4):389-390
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Thomas R. Murray 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2002,48(5):415-421
International Review of Education - 相似文献